Abstract:

Interactive three-dimensional objects are transforming how spatial concepts are taught in higher education. In architecture and building engineering programmes—where students must understand the internal logic of structural assemblies—mixed reality (MR) provides a unique opportunity to convert static drawings into dynamic models that can be directly manipulated. This communication presents an MR-based approach in which reinforced-concrete and steel structural components are deployed as interactive objects that students can rotate, scale, dissect and reconfigure in real time.

Rather than focusing solely on immersion, the proposal emphasises interaction as the primary driver of learning. Through a workflow integrating AutoCAD, SketchUp and Unity, structural detailing (e.g., reinforcement layouts, beam–column joints, welded or bolted steel connections) are transformed into hand-tracked virtual objects accessible via Meta Quest 3 devices. Students can grasp and orient these models, isolate components, inspect overlaps or anchorage conditions, and navigate joint geometries from multiple viewpoints.

Preliminary implementations in the classroom suggest that interactive manipulation significantly enhances spatial comprehension, particularly for students who struggle with abstract 2D representations. Handling structural objects supports the construction of more coherent mental models of depth, sequence and constructive logic. The shared projection of the headset view also fosters collaborative exploration, peer explanation and collective problem-solving.

The results indicate that mixed reality holds strong potential as a platform for object-based learning across structural disciplines. Beyond reinforced concrete and steel structures, this approach could be extended to other systems or disciplines. Overall, the study highlights MR not simply as a visualisation tool, but as a catalyst for embodied, interactive and spatially rich learning experiences.

Keywords:

Mixed Reality (MR), Reinforced Concrete Structures, Steel Structures, 3D Manipulation, Hand-Tracking Interaction, Immersive Pedagogies.